Instrument To Train Student’s Process Science Skill

Magister Scientiae – ISSN 2622-7959 79Edisi No. 43 Maret 2018

The Development of Adobe FlashMedia Assisted Learning

Instrument To Train Student’s Process Science Skill

Jane Koswojo6, Sugimin Wahyu Winata7, Wasis8

([email protected])

Abstract

This study aims to describe the development of feasible Adobe

Flash-based learning media with optical instrument materials to train

students' processing science skills. This is a developmental research

with a 4D model and on the subjects of this research were Grade X

students in Kartika Wijaya Surabaya Senior High School academic

year 2016/2017 with a developmental testing using one group pretest-

posttest design. The data obtained were quantitatively and qualitatively

analyzed. The results of the analysis showed that learning media with

supporting tools in the form of the syllabus, lesson plan, worksheet, and

process science skills assessment were feasible to be used. Learning

media along with supporting tools that have been developed for a

jigsaw-type cooperative learning model can train the students’ process

science skills. The students' process science skills were improved with

the average N-gain score of 0.74 in the first replication and 0.88 in the

second replication, they were categorized as a high category. The

conclusion of this research was that Adobe Flash-based Physics

learning media with materials of optical instrument could be used in

the learning process and to train students’ process science skill.

6 The author is Lecturer of Physics Education Department, WidyaMandala Catholic UniversitySurabaya7 The author is Lecturer of Physics Education Department, WidyaMandala Catholic UniversitySurabaya8 The author is a graduate of Science Education Program, Graduate Program, Surabaya StateUniversity

80 Magister Scientiae – ISSN 2622-7959Edisi No. 43 Maret 2018

Keywords: adobe flash, learning media, optical instrument, science

process skills.

Introduction

Education has a role in providing skills, as a source of

knowledge, as well as a means to train tough mentality and discipline

[1]. Education provides a great hope for the nation in solving all

problems either problems in politics, economics, or even education

itself. Stakeholders in education are not only the government, but all

elements of the society, starting from family, school, and society.

Education in schools is to educate students to become educated

individuals and have good personalities. In school education, students

are taught about science and knowledge, how to behave well, work

together in a group, express opinions in front of class, lead groups, and

socialize among friends. In the ASEAN Economic Community era, an

individual is required to have extensive knowledge, a good attitude, and

be able to cooperate with others [1]. One of the science disciplines that

is taught in school education is Physics.

Physics is a subject that is based on natural phenomena that

happen in daily life. It has a huge role to support science and

technology. Physics is important to be taught because it gives

knowledge to students and it also be used to train the students’ science

process skill. Science process skill is a set of basic learning tools which

serves to make the foundation of each individual in self-development

[2]. In order to train the science process skills, some types of media and

team work based learning method are used [3].

Learning media is a tool, method, and technique used in order

to have a more effective communication and interaction between

teachers and students in the process of teaching and learning in school

[4]. One learning media that can make learning process become more


attractive is computer. Computer is potential to be a learning tool

because it has some advantages such its capacity to show moving

objects with sound, thus computer media is more attractive. Computer

is also able to run programs which are designed to stimulate some

experiments that are difficult to be practiced by students. One software

that can be used to make a computer based learning media is Adobe

Flash. One of the advantages of the Adobe flash software compared to

other similar software programs is that the size of the final project file

format is relatively smaller than others. It makes the final project file

has a good quality however it does not require a high specification

hardware.

Learning materials which are appropriate to be developed

using a computer based media are Physics materials which are abstract

and microscopic [5] With regard to this, one appropriate material to be

developed in computer-based media is optical instrument because in

optical instrument experiment, mostly students can only observe final

images without observing the rays that construct the images. With the

computer based media, students can be able to observe the ray’s

construction in an optical instrument when an image is formed.

The use of computer based learning media in Physics is

expected to be able to train the students’ critical thinking skills. It is

because Adobe Flash based learning media can improve students'

learning motivation [6] and through computer based media students can

explore Physics in a unique way due to experiment simulations. It can

be a media to train science process skills [7]. This is in corresponding

with the results of research from Saputra, Nur and Purnomo who

concluded that computer-based learning media can train process skills

[8]. Similarly, the results of research from Hutagalung concluded that

the use of computer media can improve science process skills and

students' critical thinking skills [9]. The result of Finkelstein, et. al


concluded that the process skills of students who study and conduct

experiments using computer simulation are better able to use the

principles contained in the concept of Physics [10]. Perdiansyah,

Supriaty, dan Astra concluded that the use of computer-based Physics

learning makes it easier for students to understand the material provided

[11].

By using computer based media, students are expected to

develop their curiosity through experiment simulation so that their

science process skills can be developed. Science process skills are

necessary to be developed in learning process because the 21st century

demands human resources with high quality so that can compete in

global era.

Based on that background, researchers do this present research

study titled “The development of adobe media assisted learning

instrument to train student’s science process skill”.

1. Research Methods

In this study, research and development (R&D) methods were

used because we want to develop Adobe Flash-based physics learning

media on the instructional materials of optical instrument to train

science process skills. The developed learning media was also

complimented with syllabi, lesson plans, students’ worksheets, and

THB so that teachers could be helped in critical thinking skills training

on students. This R&D research was based on the 4D model that

consisted of four steps, i.e. define, design, develop, and disseminate. In

this study, the researchers did not get through the disseminate step due

to the limited time. The procedure to develop the Adobe Flash-based

learning media and the supporting learning tools are explained in Figure

1.


Figure 1 The procedure to develop the learning media tools based on

4D model

DEFINE

The defining stage aimed to define learning conditions. This

stage consisted of five activity steps, namely: needs analysis, student

analysis, task analysis, concept analysis, and learning objectives

formulation.


Needs Analysis

The purpose of needs analysis was a preliminary study to

determine the series of learning media development activities and

supporting devices. The ultimate goal of needs analysis was to identify

learning objectives that were in accordance with the learning syllabus.

The curriculum used was the 2013 Curriculum (K-13), and it was

expected that in Physics learning in the X-MIA class optical instrument

material could train students' science process skills. The development

of learning tools assisted by Adobe Flash media was expected to meet

the needs of students and in accordance with the 2013 curriculum.

Student Analysis

Based on the stages of Piaget's cognitive development [12]

children starting at the age of 11 were already in the formal operational

stage, so students were expected to think abstractly, reason logically,

and draw conclusions from available information

Task Analysis

Task analysis was the basis for compiling learning objectives.

Based on the selected material, namely optical devices, task analysis

includes:

Content Structure Analysis

The content structure consists of core competencies and basic

competencies taken from Permendikbud No. 24 of 2016 concerning

core competencies and basic competencies.

Procedural Analysis

This analysis has the purpose of identifying the stages of

completing tasks by analyzing learning objectives. Procedural analysis


can be seen in Figure 2 for worksheets about spells, microscopes and

binoculars

Figure 2: Analysis Procedure Diagram for Lup, Microscopes,

Binoculars

Concept Analysis

Concept analysis was used to identify the main concepts to be

taught, systematically compile and detail relevant concepts.

Formulation of Learning Objectives

The results of the analysis adjusted to core competencies and

basic competencies in the optical instrument material could be used as

a reference for learning to be applied to students. Learning objectives

were a reference in the preparation of tests, media selection, method

selection and design of learning tools


DESIGN

The design phase was to design learning media along with

supporting devices. At this stage the design carried out was the

preparation of tests, media selection and format selection

Preparation of the Test

The test is an evaluation measuring tool that aims to determine

the change in learning ability in students after the teaching and learning

activities take place. The compiled tests were based on learning

objectives, with the aim to find out changes in students' science process

skills after the teaching and learning activities took place using the

developed learning media. The test used were in the form of pretest and

posttest

Selection of Media and Format

Media selection was done to determine the media in

accordance with the learning material presented, for this study, the

selected media was Adobe Flash learning media equipped with LKS.

Initial Design of Learning Instrument (Draft I)

The initial design aimed to design learning media and

supporting devices that were done before conducting the trial. The

learning tool assisted by Adobe Flash media produced at the initial

design stage was still in the form of a draft consisting of Adobe Flash

based learning media, syllabus, lesson plan, LKS, implementation of

learning activities, student activities, process and student response

skills, and device validation

DEVELOP

This stage produced a revised learning tool based on expert

input


Learning Instrument Validation

The validation of learning media and supporting tools aimed to

obtain advice from experts through learning media validation activities

and supporting devices that had been produced at the planning stage.

This stage aimed to obtain an assessment from the experts used to

describe the validity of learning media and supporting devices. The

results of the validation then produced draft II, according to the advice

from the validator.

Trials

Trial of instructional media along with its supporting device

was done by using one group pre-test post-test design [13] that was one

group observed/measured not only at the end of treatment (posttest) but

also before (posttest) which can be described as follows:

with

U1 = Pretest to know the science process skill of students before the

learning takes place.

X = Provision of treatment by using learning media and its supporting

devices

U2 = Posttest to know the science process skills of students after the

learning takes place.

Data Collection

In this research, the data collection process conducted was used

to obtain data about the validity, practicality and effectiveness of

instructional media and its supporting devices, validity of instructional

media, syllabus, lesson plan, and student worksheet, and test of science

U1 X U2


process skills obtained from the instrument validation instrument

learning sheet. Implementation and constraints during the learning

process were obtained from the observation sheet. Science process

skills were derived from pretest and posttest results. Student responses

were obtained from the student response questionnaire instrument

Data Analysis

Data validation of instructional media along with its supporting

device was obtained from the calculation of average assessment by two

validators on the developed media and its supporting devices.

Interpretation of data validation results could be seen in table 1

Table 1. Criteria Categorization of Learning Device Validation

Interval

Score

Assessment

Category

Explanation

3.6 ≤ P ≤ 4 Very valid Can be used

without revision

2.6 ≤ P ≤ 3.5 Valid Can be used with

a few revision

1.6 ≤ P ≤ 2.5 Less valid Can be used with

many revisions

1 ≤ P ≤ 1.5 not valid Can’t be used

[14]

Practical data of instructional media along with its supporting

device was obtained from the data of Lesson Plan implementation

which was the calculation of average assessment by two observers who

made observations during the learning process takes place.

Interpretation of data results of the implementation of Lesson Plan can

be seen in table 2


Table 2. Criteria for Categorization of the Implementation of

Learning Devices

Interval Score Assessment Category

3.6 ≤ P ≤ 4 Very good

2.6 ≤ P ≤ 3.5 Good

1.6 ≤ P ≤ 2.5 Poor

1 ≤ P ≤ 1.5 Very Poor

Adapted from [14]

Analysis of learning implementation constraints was analyzed

by qualitative descriptive analysis that the observers and researchers

provided a record of the constraints that occured in the implementation

of teaching and learning activities in the classroom and the solution of

the constraints.

The data of learning media effectiveness along with its tools

were obtained from questionnaire analysis to know the student's

response to instructional media developed. The questionnaire used

Likert scale. The questionnaire answers were analyzed using frequency

distribution by calculating the mean ideal and standard deviation.

2

nrJavntJav=IdealMean

(1)

6

nrJavntJav=IdealSD

(2)

With

Jav = the number of valid item

nt = highest score

nr = lowest score


The results are categorized as shown in Table 3.

Table 3. Criteria of Students’ Response Questionnaire Data

Interval Score Category

X > (M + 1.8 SD) Excellent

(M + 0.6 SD) < X ≤ (M + 1.8 SD) Good

(M – 0.6 SD) < X ≤ (M + 0.6 SD) Fair

(M – 1.8 SD) < X ≤ (M – 0.6 SD) Poor

X ≤ (M – 1.8 SD) Very Poor

[15]

Analysis of students' science process skills was obtained based

on pre-test and post-test results. N-gain analysis was used to show the

difference between students’ science process skills before the learning

process and after the learning process. The equation to calculate the gain

score (g) was

scorepretestscoremaximum

scorepretestscoreposttest

g (3)

The interpretation of gain value (g) is as shown in Table 4.

Table 4. The criteria of Normalized Gain

N-Gain Score Criteria of Normalized

Gain

g > 0.7 High

0.3 < g ≤ 0.7 Medium

g ≤ 0.3 Low

[16]


2. Results and Discussion

3.1. Validation Result of Media and Its Supporting Learning Tools

In this study the researcher used Adobe Flash based learning

media to train students' process science skills. The media was validated

by three experts. The average score from the three validators is 3.51,

meaning that the learning media can be categorized as valid and showed

that the developed media can be used to the next research step.

The supporting learning tool set that had been developed included

syllabi, lesson plan, students’ worksheet, and evaluation set of critical

thinking skills. The syllabus developed by researchers was in

accordance with the principles of relevance, systematic, consistency,

adequate, actual and contextual, flexibility and comprehensive[17]. In

this study, the syllabus was developed based on jigsaw type cooperative

learning model. The syllabi were validated by two experts. The average

score from the two validators was 3.56 which means that the syllabi

were categorized as valid. It indicates that the syllabi can be used for

the next research step.

Preparation of lesson plan was done in a systematic and

detailed that contains Core Competencies, Basic Competencies,

Indicators, Learning Objectives, Methods, Materials, Media, and

Learning Steps. The development of lesson plan conducted by

researchers was in accordance with the principles of lesson plan

development by adjusting the content of the syllabus. The lesson plan

developed by the researchers consisted of 2 meetings and it was

validated by two experts. The two validators gave an average score of

3.38, which means that the lesson plan was valid and the lesson plan

could be used for the next research step.

Worksheet is a learning tool that complement or supporting the

implementation of lesson plan. The worksheet developed by the


researchers were said to be valid based on the validation results by

experts, so that it could later be used in the teaching and learning

activities. The students’ worksheets developed by the researchers were

used to train the students' critical thinking skills provided by using

jigsaw type cooperative learning model. The students’ worksheet was

also validated by two experts. The average score from two validators

was 3.74. It means that the worksheet was valid to be used for the

following research steps.

The science process skills test is a collection of questions used

to measure the students' critical thinking skills in solving optical device

problems. In this research, the researcher provided a subjective test in

the form of description test which aimed to measure the extent of

science process skill seen from the student's answer. This test was used

to obtain data about the students' science process skills. The validations

of science process skills assessed two aspects, namely content

validation and language validation and writing. The average pretest

validation score provided by the two validators was 3.4 for content

validation and 3.2 for validation of language and writing and included

in valid category, whereas the mean posttest validation score provided

by the validator was 3.3 for content validation and 3.1 for validation

language and writing and were included in a valid category. It means

that the science process skill evaluation set is valid and can be used for

the following research steps.

3.2. Practicality Result of Media and Its Supporting Learning

Tools

Implementation of lesson plan included 3 parts of the

implementation of teaching and learning activities, classroom

atmosphere and time management. The data on the implementation of

lesson plan at the time of learning using jigsaw type cooperative


learning model to train students' critical skills in replication class I and

replication II was obtained from the average observation by two

observers.

For replication class I, the result was 3.75 for meetings 1 and

3.64 for meeting 2 and was included in the very good category, while

for replication class II, the obtained value was 3.75 for meeting 1 and

3.64 for meeting 2 and was included in very good category. The

implementation of all the components in the lesson plan shows that the

Adobe Flash-based learning media and supporting tools developed

showed that the learning activities using Adobe Flash based learning

media and its supporting devices with jigsaw type cooperative learning

method took place very well.

3.3. The Use of Media and Its Supporting Learning Tools Set in

the Learning Activity

A trial was conducted to 53 students of SMA Kartika Wijaya

class X MIA. In the testing phase, the students were asked to provide

written input on the media developed through a given questionnaire.

The data obtained from the experiment was summarized and a

frequency distribution was obtained so that the following results were

obtained.

252

1014012


56

1014016

nrJavntJav=IdealSD


The result of student response analysis toward instructional

media is summarized in Table 5.

Table 5. Summary of distribution of questionnaire scores on media

developed against 53 high school students Kartika Wijaya Class X

Category Score

Interval

Frequenc

y

Percentage

Excellent X > 34 31 58.49%

Good 28 < X ≤ 34 22 41.51%

Fair 22 < X ≤ 28

Poor 16 < X ≤ 22

Very Poor X ≤ 16

Total 53 100%

The students’ response to the developed learning media

showed that 58.49% of the students stated that this learning media was

excellent while 41.51% of students said that this media was good.

Overall, the students agreed that this learning media was good but based

on the students’ comments, some of them said that small revisions were

still needed to improve the legibility of menu and font.

In addition to feedback on the media developed, the students

were also given a questionnaire to find out the students' responses to

learning using the jigsaw type cooperative learning model that had been

implemented.

The data obtained from the experiment was summarized and a

frequency distribution was obtained so that the following results were

obtained


202

18482


46

18486

nrJavntJav=IdealSD

the results of the student response analysis of the learning are

summarized in Table 6.

Table 6. Summary of distribution of questionnaire scores on the

lesson learned on 53 high school students Kartika Wijaya Class X

Category Score Interval Frequenc

y

Percentage

Excellent X > 27.2 29 54.72%

Good 22.4 < X ≤ 27.2 24 45.28%

Fair 17.6 < X ≤ 22.4

Poor 12.8 < X ≤ 17.6

Very Poor X ≤ 12.8

Total 53 100%

The result of n-gain analysis for students' pretest and posttest

values in replication class I showed that there were 5 students who had

moderate gain, while 21 other students had high n-gain. The average of

gain score (g) was 0.74 and categorized as high criteria N-gain, while,

for replication class II showed that there were 3 students who had

moderate gain, while 24 other students had high n-gain. The average of

gain score (g) was 0.87 and categorized as high criteria N-gain. This


average of N-gain score also showed that science process skill improved

relatively well. It could be interpreted that the developed adobe flash

based learning media could train science process skills with good result

because the media had a complete content and satisfied the necessity on

the optical instrument material such as animation and simulation. This

result was also in agreement with the previous research which showed

that the use of computer-based learning media could improve reasoning

[18]and students' science process skills [19].

3. Conclusion

The adobe flash-based physics learning media on the material

of optical instrument with its supporting learning tools set is feasible to

train the science process skills in the learning process because it fulfils

the validity, practicality, and effectively criteria. Teaching optical

instrument is recommended to use jigsaw-based learning media that

have been developed because they have met eligibility requirements

and can help to train students' science process skill.

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Documents

Instrument To Train Student’s Process Science Skill